Abstract:
This study aimed at investigating the effects of word emotional impact and students’ mood on the recall of information among 11th grade female students’. An intentional sample of (180) female students was chosen from a secondary school in Irbid north of Jordan and was divided randomly to one of nine experimental groups. To achieve the objectives of the study, a(60) word-pair association instrument was developed: a (20) word-pair represented pleasant impact, (20) word-pair represented unpleasant impact and (20) word pair represented neutral impact. The researchers confirmed the validity and reliability of the instrument using proper statistical procedures. Three 10-minute films representing pleasant, unpleasant and neutral effect were also used to control students’ mood state. These films were tested for their ability. Two way (ANOVA) revealed the existence of significant differences (α ≤ 0.05) in recall due to the levels of word emotional impact, whereas the highest means of recall were for the neutral emotional impact, and the lowest means were for the unpleasant emotional impact. The results also revealed significant differences (μ ≤ 0.05) in recall due to the interaction between the levels of the word emotional impact and the levels of the students’ mood. Finally the results did not show any significant differences (α ≤ 0.05) in recall due to the levels of the students’ mood. The results were discussed in light of previous studies, and proper recommendations were drawn.
